Search results for: Learning to teach
Page 1/2 16 items
This study aimed to examine what prospective teachers (PSTs) noticed while watching video of their own co-teaching, particularly in a microteaching setting that consisted of peers. The findings reveal that PSTs PSTs demonstrated the ability to look beyond themselves in the video and focus on students and student learning. The majority of PSTs' observations also included some aspect of the mathematical content they were attempting to help students understand in the video. PSTs also demonstrated the ability to dissect specific moments of their teaching. They also consider some observations in regard to previous teaching experiences and theories.
Updated: Oct. 29, 2017
This work had two purposes. First, the authors wanted to organize an experience for the preservice teachers in which they would engage in inquiry into their own practice. Second, as teacher educators, they hoped to learn about their own practices and the ways they encourage an inquiry stance during student teaching. The authors conclude that introducing self-study to preservice teachers can be a way to encourage deeper understandings of practice and critique-oriented reflective experience that emerged from the data collection, analysis, and collaboration processes. The experience promoted collegial talk among groups and prompted questions about practice that reframed experiences.
Updated: Jan. 22, 2017
This article reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness.
Updated: Aug. 25, 2014
The authors developed the practicum-based microteaching model based on the notion of 'approximations of practice' to explore how the concept provides meaningful opportunities for preservice teachers' teacher learning in a general secondary methods course. The results reveal that the practicum-based microteaching model provided preservice teachers with opportunities for interactive learning practices, for rehearsal, revision, and retrial, and for manageable chunking of professional practices. Moreover, this study also found that preservice teachers well accepted the learning tasks such as planning and teaching a microlesson as manageable chunks of professional practices in teacher education.
Updated: Sep. 03, 2013
Pathways in Learning to Teach Elementary Science: Navigating Contexts, Roles, Affordances and Constraints
This case study of a fifth-year elementary intern’s pathway in learning to teach science focused on her science methods course, placement science teaching, and reflections as a first-year teacher. The authors studied the sociocultural contexts within which the intern learned, their affordances and constraints, and participants’ perspectives on their roles and responsibilities, and her learning.
Updated: Jan. 28, 2013
The purpose of this article is to add to and challenge the conversations about what learning to teach mathematics requires and how its complexity makes content-specific induction and rich opportunities to learn not only desirable but also essential. The authors report on the cases of two well-started novice mathematics teachers. The two new teachers made considerable progress in their teaching. However, there was still much about the complexity of teaching, specifically teaching math, that the new teachers had to learn.
Updated: May. 28, 2012
This self-study addresses the author's experiences as a new teacher educator learning to teach in an introductory foundations course. The author wanted to encourage her students to recognize and grapple with the complexities and dilemmas of educational ideas. The author used Freirian orientation to transformational learning. By using this framework, two key themes emerged: developing voice, and the tension between accountability and authenticity. In conclusion, the author outlines the lessons she learned.
Updated: Feb. 06, 2011
Learning to Teach Mathematics through Inquiry: A Focus on the Relationship between Describing and Enacting Inquiry-Oriented Teaching
This research had two purposes: (1) to explore the experiences of prospective teachers learning to teach mathematics within an inquiry-based teacher education programme; and (2) to study whether and how these teachers enacted what they had learned in their teacher preparation programme in their first year of teaching. The analysis draws on interviews with one graduate to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.
Updated: Dec. 21, 2010
The purpose of this study is to determine whether 'following recommendations' as a result of an AfL (to teach) is influenced differentially by a performance perspective as compared to a learning perspective on assessment by the assessor. The study was conducted in The Netherlands within one large institute of primary teacher education with 163 student teachers in the first year of their four-year programme of practice teaching. Findings of this study show that both assessment orientations are ill-related to acceptance of feedback and a subsequent following of recommendations.
Updated: Dec. 02, 2009
From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Updated: Oct. 01, 2009